6. Submit a Log

Device Use Log

What went well - Why?
I used this as an additional support with a middle school student I have been tutoring via zoom. She found it helpful in thinking about vocabulary words that she needed to remember for a social studies unit.
What was a challenge - Why?
I didn’t find anything that was difficult with this device

kirsten-deroche Over 2 years ago

Lesson Reflection

What went well - Why?
-The lesson went well, I thought it flowed nicely. I spent a lot of time preparing.
•What was a challenge - Why?
-It was a challenge remembering to discuss the cues for each term because this is new lesson for me to teach.
•What you will do next time?
-Next time I would try to have the student create her own reminder word, story, and picture.

mlord Almost 4 years ago

Reflection on introducing LINCs table.

Log:

•What went well - Why? I felt that I was able to complete the Cue, Do, and Review steps with only a small hiccough or two.

•What was a challenge - Why? Making sure I hit all the quality elements, and skipped nothing was challenging. And, when you are running through the teaching of the LINCS table, it is very hard to keep all the tasks in your head as you go.

•What you will do next time : practice the Cue-Do-Review a bit more, and be a bit more fluid with it, I hope.

•What adjustments you made : After I completed the recording, I realized I did not have the students lead themselves through the review, and I had to go back and add that to the recording.

•Ideas generated for issues encountered : It is important to just do the routine several times, and not worry about making a mistake. Over time, I think my practice will improve in fidelity.

•Etc._Post your log._

*****Optional: Submit a Student Interview (interview a student about usefulness and implementation)

georgeb Over 4 years ago

Please see responses in body below

What went well - Why?

Reading through the LINCS routine in the manual and familiarizing myself with the cue, do components. Creating a script to guide the process was helpful because it helped me become more fluent in the routine.

•What was a challenge - Why?

Since the first word was one that I modeled, the second word I had to remind myself that it was the participants turn to answer the questions. This was a challenge because I had to mentally recall to give the participants time to answer the questions rather than me providing the answers.

•What you will do next time •What adjustments you made •Ideas generated for issues encountered

In moving forward with the LINCS routine, I would reread the manual to make sure that I am modeling all the components of the routine with fidelity. I would practice the routine by myself several times prior to working with colleagues to ensure that I was comfortable with the routine.

loriannhoffman Over 4 years ago

Reflection and Next Steps based on Coach Feedback from 8-29-19 Reflection submitted 10-30-19

In reviewing the feedback, it was noted that the student table had two words, famished and opulence, in which the student used the new term in the sentence for the LINCing story. In order to be an effective LINCing story, the story/sentence should include the Reminding Word (not the new word) or some form of the Reminding Word.

When teaching this again, I would highlight the following:
*Review Cue Card #2 (p. 41) with the students and review the criteria. For an effective LINCing Story to focus on the ALWAYS category which should include:
**The Reminding Word or some form of the Reminding Word.
**Links the Reminding Word to the meaning of the new word.
**Is short and simple.

Also, I would do more in the WE DO part. First, model 1 one word with I DO. Then 2 words with WE DO and then have the students partners which each other and use Cue Card #2 to see if they met the criteria for an effective LINCing story. If not, then they assist and correct the errors. Then YOU DO would be the students would do this independently and also use Cue Card #2 to make sure they met the criteria.

Since this was the first exposure to this routine, I see a need to do more WE DO as a group before independent practice. It's also necessary to familiarize the students with the Cue Cards as part of going through the five steps of LINCS:

1. List the parts

2. Indicate a Reminding Word

3. Note LINCing Story -- (where the students needed more support)

4. Create a LINCing Picture

5. Self-test

laura-moran Over 4 years ago

Routine Device checklist

dvaz67 Over 4 years ago

Log Feedback

What Went Well: This was a very user-friendly routine to use with participants. I found it engaging and easy to move at a perky pace with participants.

Challenge: Not for this group, but a challenge might be for students to select definitions that are not from the dictionary, but are user friendly so the teacher may need to assist with that approach or identify the word and definition. I also think there would be considerations needed or more scaffolding for students with disabilities and ELs (show them a concrete picture before they create one, act something out in addition to writing, etc.).

Adjustments/Do Again -- Probably continue to add other things about the word -- number of syllables, have students repeat and say the words more often.

laura-moran Over 4 years ago

Log

What went well - Why?
I think the modeling went well in order to show students how to work with the LINCS Tables.
What was a challenge - Why?
To plan the reminding terms, stories, and pictures, and students give you a different idea that sort of works, but may be difficult put into a story or a picture to fit with the definition. Guiding them in a different direction but still honoring their different thinking is challenging.
What you will do next time?
Think of other possibilities to be more prepared to "punt" and guide them with their ideas to make it most helpful link the information as well as possible.
What adjustments you made?
I did add in some morpheme knowledge, especially since these were adult students (phono meaning sound, ortho meaning straight or proper, etc.)
Ideas generated for issues encountered
Drafting other ideas for possibilities of other reminding terms to be prepared to shift.

abella Almost 5 years ago

Summary

The development and the implementation of the LINCing routine were useful in understanding the value of the routine. Developing student-friendly definitions went well as did the development of pictures to match the LINCing story. The definitions were straightforward and easy to remember. I was able to connect the stories to the concepts of money, a concept with which students often have background knowledge and familiarity.

Coming up with a reminding word was somewhat of a challenge. That is, when teaching the routine, a reminding word that the teacher might come up with might not serve as a reminding word for a student. It is important to model what good reminding words are and the criteria that they must meet for students to be able to come up with them independently.

Moving forward I would demonstrate more examples before co-constructing with students.

dcullen Almost 5 years ago

emailed Patty a draft on 6/11

melissaklug Almost 5 years ago

log

If I were in the classroom I would use this tool regularly and keep blank ones in their notebooks. That way anytime they find a vocabulary term they are unfamiliar with or having trouble remembering, they can put the word in at that time and on their own time fill in the rest. Great study tool as well.

coteach100 Almost 5 years ago

LOG

What went well? Why?

Grace learned her vocabulary words relatively quickly and she maintained that knowledge. The routine was easy to do and she liked many parts of it.

What was a challenge? Why?

The challenge was really just in the fact that I'm teaching my daughter how to use it at home, so it was bit awkward at first.

What would I do differently next time?

If I was a teacher, I would use this routinely so that my students got used to using it across all curriculum/subject areas.

crystal8696 Almost 5 years ago

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